• Korean journal of food and cookery science
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• v.23 no.5
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• pp.650-663
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• 2007

The purpose of this study was to identify the sanitation management items of school foodservice suppliers that require improvement, by assessing their sanitation practices with food commodities. Our field assessment was performed using a total of 20 vendors supplying agricultural products, meat products, seafoods and processed products; all were located in the Seoul and Gyeonggi areas. The assessment tool for sanitation management was composed of 93 checklist items and was used to evaluate seven different categories; the facility and environment, management of the facility and equipment, food materials management, process control, water management, personal hygiene management, and laboratory instrument management. A score of two was given for "satisfactory", one for "fair", and zero for "unsatisfactory". The overall average supplier score was 1.7/2.0 (85.8%). The score of the seafood vendors was highest at 1.9 (95.4%), while the lowest score of 1.3 (65.7%) occurred with the processed product suppliers. Among the sanitation management categories, water management was scored at 2.0, while inspection management was lowest at 1.4. The subcategories indicating needed improvements for the processed product suppliers were raw materials, storage, transport and recall. For the agricultural product suppliers it was preparation management. furthermore, one item within the laboratory instrument management category was unsatisfactory for both the agricultural and processed product suppliers. In conclusion, these results can be used to develop sanitation management procedures for suppliers, as well as by administration agencies to evaluate and guide those suppliers.

• Journal of the Korean Society of Food Science and Nutrition
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• v.32 no.2
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• pp.230-237
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• 2003

For hygenic evaluation, microbiological tests of seasoned raw vegetal)les from five high school foodservice operations were conducted. The antimicrobiological effect of pre-preparation with vinegar against microorganisms on vegetables in foodservice operations was also investigated. Total plate counts of leek gukgalli, broad bellflower saengchae and vegetable salad ranged from 10$^4$ CFU/g to 10$^{6}$ CFU/g. Coliform levels of those ranged from 10$^2$CFU/g to 10$^4$ CFU/g. Leek washed three times was pre-prepared at different concentration (0.05%,0.1%,0.5%,1% and 2%) and temperature ( 1$0^{\circ}C$ 2$0^{\circ}C$ and 4$0^{\circ}C$) for 5, 10 and 30 minutes. The higher the concentration and temperature of vinegar were, the more the antimicrobiological activity increased. The sanitizing activity of vinegar increased with treatment time. Considering the quality of vegetable and the expense, when the levels of total plate counts and coliform of vegetable were 10$^{6}$ and 10$^3$ CFU/g, pre-preparation with 0.5% of vinegar at 2$0^{\circ}C$ for 10 minutes was best. The population of total plate count and coliform on row and leek washed three times increased during storage for 72 hours. However, The levels of microorganism on leek samples pre-prepared with 0.5% and 1% vinegar decreased during storage. After the treatment of vinegar at 1$0^{\circ}C$ for 10 minutes, Staphylocucus aureus, Escherichia coli O157, Shigella sonnei, Salmonella entritidis, Listeria monolytogenes were not detected.

• Korean Journal of Health Education and Promotion
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• v.15 no.1
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• pp.79-95
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• 1998

The purpose of this study was to investigate the sanitation affairs of general restaurants. The questionnaire survey on the attitude and knowledge toward sanitation, the attitude for sanitary administration and the sanitary education was conducted against new 600 restaurateurs who were educated from June 20 to July 11, 1996, at the administration hall's division of Kyungsangbook-do in charge of food industry that offered regular sanitary education to new restaurateurs annually. And the visit survey on sanitary practice was also conducted over 93 restaurateurs who obtained the commercial license for food service business. The findings from the survey were as follows; In regard to food sanitation, some 87.1 to 88.3% got the right knowledge about the reason and precaution of food poisoning, food's frozen or cold-storage, and the disposal of products after expiration of validity term. But it was about 20.8% to 50.0% who knew right about major precaution, storage temperature in refrigerator, fermented milk product's storage temperature and validity term. There was therefore a necessity for education in food sanitation. 38.2% of the subjects placed an emphasis on sanitary storage of foodstuffs as the most important thing in sanitary management. 33.8% emphasized cooking sanitation. The environmental sanitation was counted as the most important thing by 19.2%, and personal sanitation of worker was counted by 8.8%. There was differences in what they thought the most important thing was, according to the respondent's educational level and cooker. 86.6% replied it necessary to improve the sanitary level. The respondents who were younger or had better educational level emphasized more the need for it. Concerning health examination, 90.2% replied it necessary. 81.4% answered the reason was because there was a potentiality Quests might be infected with contagious disease. 78.5% pointed the need for sanitary education, but respondents with higher educational level less emphasized its needs. As the reason for poor sanitation, restaurateur's poor awareness about it was most frequently pointed out, by 46.9%. Cooking sanitation was most frequently counted, by 38.5%, as the first thing to be improved. As the most critical point in sanitary education, 34.5% indicated food's sanitary Quality control 30.9% mentioned sanitary treatment of kitchen facilities and peripheral environment, and 27.1% emphasized the summary of the general food sanitation. 77.7% answered to correct immediately in case of violating the Food Hygiene Law, and 12.0% replied to correct in the same case if they would get the order from public official or administrative action would be taken. Respondents with higher educational level answered more to correct immediately. What they wanted the government office to do toward sanitary improvement was a fund aid an facilities and management which was pointed out by 38.9%, a periodical sanitary education by 26.3% and a on-the-spot guidance of sanitary officials by 22.3%. In view of the food service business's sanitary practice, the rate of wearing a sanitary clothes was 32.9% in city and 35.0% in county. The rate of hand-washing without soap or non-washing at cooking was 73.9%, 85%, respectively. The rate of personnel sanitation was 34.2% in city and 50.0% in county. These things indicated the sanitation was not well practiced. To improve the poor sanitary conditions of the food service businesses, it is recommended to offer institutional backing and financial aid from administrative office, and encourage restaurateurs to take pride in their job. and conduct the sanitary education effectively by sanitary education institution.

• Korean Journal of Health Education and Promotion
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• v.18 no.1
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• pp.109-125
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• 2001

The purpose of this study was to provide the basic data for establishing school education environment protection measures, on the basis of comparing and analyzing the realities and students' recognition degree of the environment and hygiene around the middle and high schools located in the rural areas. These study data were investigated by the self-administered questionnaires, taking as subject the 805 students in the middle and high schools located rural areas. And the results were as follows: First, as the result of having investigated the distribution degree of harmful environment within the purification zone around schools, it was found out that students responded: within the purification zone around the middle school, there were cartoon rooms (46.2％), electronic game rooms (45.9％), and singing rooms (45.0％). within the purification zone around the high school, there were electronic game rooms (46.3％), singing rooms (42.3％), billiard halls (41.4％), PC rooms (40.1 ％), and Soju-room (35.2％). Secondly, as having analyzed student's recognition degree of the harmful environment around the school, it was found out that middle school students responded that sexual utensils-treating shops (3.74 points) were most harmful, and next corrupted bathhouses (3.52 points), and Soju-room (3.47 points), and high school students also responded relating to harmfulness in a similar sequence. Thirdly, in case of students' recognition degree of the harmful environment around the school according to general characteristics, 1) girl students had a higher ratio of recognition that the environment around the school was harmful than boy students (p〈0.001). 2) groups of students whose living standard was high had a higher ratio of recognition that the environment around the school was harmful than groups of students whose living standard was low (p〈0.05). 3) groups of students whose school was located near the park or the residential street had a higher degree of recognition that the environment around the school was harmful than groups of students whose school was located near the factory or the shopping area (p〈0.01). 4) groups of students whose school was located near the park or the residential street had a higher degree of recognition that the environment around the school was harmful than groups of students whose school was located near the amusement area or the shopping area (p〈0.05). Fourthly, 1) relating to the harmful shops where they experienced most highly the behavior of drinking and smoking, middle school students responded that they did so in the electronic game room (22.5％) and high school students did so in the singing room (31.4％), and high school students had a very high experience ratio of drinking and smoking, compared with middle school students (p〈0.001). 2) relating to the harmful shops where they could get in contact with lewd articles, both of middle school students (5.3％) and high school students (8.3％) responded that they could do so in the video room. 3) relating to the harmful shops where they experienced unsound opposite sex acquaintance, both of middle school students (5.8％) and high school students (16.6％) responded that they did so most highly in hotels, and high school students had a remarkably high experience ratio of unsound opposite sex acquaintance, compared with middle school students (p〈0.05). 4) relating to the harmful shops where they experienced violence, middle school students responded that they did so in the electronic game room (14.0％) and then in the singing room (3.7％), and high school students responded that they did so in the electronic game room (9.3％), the nightclub (4.6％), Soju-room (4.1 ％), and high school students had a remarkably high experience ratio of violence, compared with middle school students (p〈0.05). 5) relating to the harmful places where they experienced drugs both of middle school students (0.8％) and high school students (2.4％) responded that they did so in the hotels. Fifthly, when going to the harmful shops, students had the experience of being guided and regulated roughly 1 time - 2 times, and middle school students (16.4％) and high school students (16.7％) had almost similar experience ratios of being guided and regulated. Conclusively, there was a limit in controlling the environment and purification zone only by legal regulations and institutional controls, the self-control purification effort for the school and the surrounding environment was required greatly, in order to protect students from harmful environment. In addition, the constant study to establish the educational environment purification measures must be carried out.

• Korean Journal of Food Science and Technology
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• v.30 no.6
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• pp.1470-1475
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• 1998

Two kinds of Korean rice-wine (Yakju) with different process and ingredients, and Japanese rice-wine (Sake) were chosen for this study, and throughly dried and solubilized in water or cell culture medium. In vitro cytotoxicity assays of the solubilized wine solids exhibited that maximum dilution factors for inhibition of B 16BL6 mouse melanoma cell growth were 16X for herbal medicine-added rice-wine (Korean rice-wine I) and typical Korean rice-wine (Korean rice-wine II), and 8X for Japanese rice-wine. Their cytotoxic effects on HRT18 human colon adenocarcinoma cells were even lower than those on B16BL6 cells. The morphology of the tumor cells were changed by addition of the solubilized wine solids. Inhibitory effect of the rice-wine on in vivo tumor growth and metastasis were monitored after implantation of B16BL6 cells into C57BL/6 mice with daily feeding the solubilized wine solids. Compared to non-fed control groups, B16BL6 tumor growth and metastasis to lung were clearly inhibited by feeding the wine solids, in order of Korean rice-wine I > Korean rice-wine II > Japanese rice-wine. The data of in vitro cytotoxicity and the cell shape changes indicate that the inhibitory effect of tumor progression may be attributed to tumor cell differentiation or immune stimulation induced by certain components in the rice-wine, rather than direct cytotoxicity of the components.

• Journal of Food Hygiene and Safety
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• v.27 no.1
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• pp.42-49
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• 2012

This study was carried out to investigate the toxicity of food Red No.2 in the Sprague-Dawley (SD) female rat for 4 weeks. SD rats were orally administered for 28 days, with dosage of 500, 1,000, 2,000 mg/kg/day. Animals treated with food Red No.2 did not cause any death and show any clinical signs. They did not show any significant changes of body weight, feed uptake and water consumption. There were not significantly different from the control group in urinalysis, hematological, serum biochemical value and histopathological examination. In conclusion, 4 weeks of the repetitive oral medication of food Red No.2 has resulted no alteration of toxicity according to the test materials in the group of female rats with injection of 2,000 mg/kg. Therefore, food Red No.2 was not indicated to have any toxic effect in the SD rats, when it was orally administered below the dosage 2,000 mg/kg/day for 4 weeks.

• Journal of the Korean Society of Food Science and Nutrition
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• v.44 no.12
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• pp.1895-1904
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• 2015

Foodborne illness associated with food service establishments is an important food safety issue in Korea. In this study, foodborne pathogens (Bacillus cereus, Clostridium perfringens, Escherichia coli, pathogenic Escherichia coli, Listeria monocytogenes, Salmonella spp., Staphylococcus aureus, and Vibrio parahaemolyticus) and hygiene indicator organisms [total viable cell counts (TVC), coliforms] were analyzed for food and environmental samples from foodservice establishments at schools in Gyeonggi province. Virulence factors and antimicrobial resistance of detected foodborne pathogens were also characterized. A total of 179 samples, including food (n=66), utensil (n=68), and environmental samples (n=45), were collected from eight food service establishments at schools in Gyeonggi province. Average contamination levels of TVC for foods (including raw materials) and environmental samples were 4.7 and 4.0 log CFU/g, respectively. Average contamination levels of coliforms were 2.7 and 4.0 log CFU/g for foods and environmental swab samples, respectively. B. cereus contamination was detected in food samples with an average of 2.1 log CFU/g. E. coli was detected only in raw materials, and S. aureus was positive in raw materials as well as environmental swab samples. Other foodborne pathogens were not detected in all samples. The entire B. cereus isolates possessed at least one of the diarrheal toxin genes (hblACD, nheABC, entFM, and cytK enterotoxin gene). However, ces gene encoding emetic toxin was not detected in B. cereus isolates. S. aureus isolates (n=16) contained at least one or more of the tested enterotoxin genes, except for tst gene. For E. coli and S. aureus, 92.7% and 37.5% of the isolates were susceptible against 16 and 19 antimicrobials, respectively. The analyzed microbial hazards could provide useful information for quantitative microbial risk assessment and food safety management system to control foodborne illness outbreaks in food service establishments.

• Journal of Korean Academy of Nursing
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• v.4 no.2
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• pp.1-16
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• 1974

This Study involved the development of a survey form and the collection of data in an effort-to provide information which can be used in the improvement of nursing curricula. The data examined were the kinds courses currently being taught in the curricula of nursing education institutions throughout Korea, credits required for course completion, and year in-which courses are taken. For the purposes of this study, curricula were classified into college, nursing school and vocational school categories. Courses were directed into the 3 major categories of general education courses, supporting science courses and professional education course, and further subdirector as. follows: 1) General education (following the classification of Philip H. phoenix): a) Symbolics, b) Empirics, c) Aesthetics. 4) Synthetics, e) Ethics, f) Synoptic. 2) Supporting science: a) physical science, b) biological science, c) social science, d) behavioral science, e) Health science, f) Educations 3) Professional Education; a) basic courses, b) courses in each of the respective fields of nursing. Ⅰ. General Education aimed at developing the individual as a person and as a member of society is relatively strong in college curricula compared with the other two. a) Courses included in the category of symbolics included Korean language, English, German. Chines. Mathematics. Statics: Economics and Computer most college curricula included 20 credits. of courses in this sub-category, while nursing schools required 12 credits and vocational school 10 units. English ordinarily receives particularly heavy emphasis. b) Research methodology, Domestic affair and women & courtney was included under the category of empirics in the college curricula, nursing and vocational school do not offer this at all. c) Courses classified under aesthetics were physical education, drill, music, recreation and fine arts. Most college curricula had 4 credits in these areas, nursing school provided for 2 credits, and most vocational schools offered 10 units. d) Synoptic included leadership, interpersonal relationship, and communications, Most schools did not offer courses of this nature. e) The category of ethics included citizenship. 2 credits are provided in college curricula, while vocational schools require 4 units. Nursing schools do not offer these courses. f) Courses included under synoptic were Korean history, cultural history, philosophy, Logics, and religion. Most college curricular 5 credits in these areas, nursing schools 4 credits. and vocational schools 2 units. g) Only physical education was given every Year in college curricula and only English was given in nursing schools and vocational schools in every of the curriculum. Most of the other courses were given during the first year of the curriculum. Ⅱ. Supporting science courses are fundamental to the practice and application of nursing theory. a) Physical science course include physics, chemistry and natural science. most colleges and nursing schools provided for 2 credits of physical science courses in their curricula, while most vocational schools did not offer t me. b) Courses included under biological science were anatomy, physiologic, biology and biochemistry. Most college curricula provided for 15 credits of biological science, nursing schools for the most part provided for 11 credits, and most vocational schools provided for 8 units. c) Courses included under social science were sociology and anthropology. Most colleges provided for 1 credit in courses of this category, which most nursing schools provided for 2 creates Most vocational school did not provide courses of this type. d) Courses included under behavioral science were general and clinical psychology, developmental psychology. mental hygiene and guidance. Most schools did not provide for these courses. e) Courses included under health science included pharmacy and pharmacology, microbiology, pathology, nutrition and dietetics, parasitology, and Chinese medicine. Most college curricula provided for 11 credits, while most nursing schools provide for 12 credits, most part provided 20 units of medical courses. f) Courses included under education included educational psychology, principles of education, philosophy of education, history of education, social education, educational evaluation, educational curricula, class management, guidance techniques and school & community. Host college softer 3 credits in courses in this category, while nursing schools provide 8 credits and vocational schools provide for 6 units, 50% of the colleges prepare these students to qualify as regular teachers of the second level, while 91% of the nursing schools and 60% of the vocational schools prepare their of the vocational schools prepare their students to qualify as school nurse. g) The majority of colleges start supporting science courses in the first year and complete them by the second year. Nursing schools and vocational schools usually complete them in the first year. Ⅲ. Professional Education courses are designed to develop professional nursing knowledge, attitudes and skills in the students. a) Basic courses include social nursing, nursing ethics, history of nursing professional control, nursing administration, social medicine, social welfare, introductory nursing, advanced nursing, medical regulations, efficient nursing, nursing english and basic nursing, College curricula devoted 13 credits to these subjects, nursing schools 14 credits, and vocational schools 26 units indicating a severe difference in the scope of education provided. b) There was noticeable tendency for the colleges to take a unified approach to the branches of nursing. 60% of the schools had courses in public health nursing, 80% in pediatric nursing, 60% in obstetric nursing, 90% in psychiatric nursing and 80% in medical-surgical nursing. The greatest number of schools provided 48 crudites in all of these fields combined. in most of the nursing schools, 52 credits were provided for courses divided according to disease. in the vocational schools, unified courses are provided in public health nursing, child nursing, maternal nursing, psychiatric nursing and adult nursing. In addition, one unit is provided for one hour a week of practice. The total number of units provided in the greatest number of vocational schools is thus Ⅲ units double the number provided in nursing schools and colleges. c) In th leges, the second year is devoted mainly to basic nursing courses, while the third and fourth years are used for advanced nursing courses. In nursing schools and vocational schools, the first year deals primarily with basic nursing and the second and third years are used to cover advanced nursing courses. The study yielded the following conclusions. 1. Instructional goals should be established for each courses in line with the idea of nursing, and curriculum improvements should be made accordingly. 2. Course that fall under the synthetics category should be strengthened and ways should be sought to develop the ability to cooperate with those who work for human welfare and health. 3. The ability to solve problems on the basis of scientific principles and knowledge and understanding of man society should be fostered through a strengthening of courses dealing with physical sciences, social sciences and behavioral sciences and redistribution of courses emphasizing biological and health sciences. 4. There should be more balanced curricula with less emphasis on courses in the major There is a need to establish courses necessary for the individual nurse by doing away with courses centered around specific diseases and combining them in unified courses. In addition it is possible to develop skill in dealing with people by using the social setting in comprehensive training. The most efficient ratio of the study experience should be studied to provide more effective, interesting education Elective course should be initiated to insure a man flexible, responsive educational program. 5. The curriculum stipulated in the education law should be examined.